Courses

PA Maths Core Training

Overview

With a new course structure for this year – each session has a clear focus and is designed to engage school staff with relevant literature; facilitating interaction in order to share best practice and focus on improving maths teaching and learning.

The Core Training is designed as a ‘Train the Trainer’ approach so materials are readily available for attendees to adapt and subsequently deliver to their wider school staff.

For 2019/20 Members we have adapted the training to include a Review Day later in the academic year to revisit and assess the impact of PA Maths in schools. The Review Day on the 24th March 2020 is for attendees of both the Summer 19 and Autumn 19 Core Training.

Two members from each new participant school are required to attend a series of four full day CPD sessions. Members of schools who are renewing their membership have a chance to ‘re-boot’ by sending new leaders on the Core Training programme at a reduced cost.

Course Objectives

Core 1- Enabling all Learners in the Context of Mastery

Content for this session includes an introduction to the programme, how the year is structured and how to use the planning pages within the programme. We take a look at how to use the concrete, pictorial, abstract approach for calculation and problem solving, followed by a brief look at using the bar model to solve problems. We then end the day with a session on the specifics of mastery, what this is and what this looks like and how opportunities can be created to enable all learners to take part in same lesson content at once through the use of carefully crafted tasks.

Core 2- Mastery with Greater Depth- Opportunities for All

How do you plan for greater depth learners in a mixed ability class? Probably our most frequently asked question. The objective of this session is focussed on how to distinguish between what greater depth looks like, as well as how to provide all learners with the opportunities to access greater depth activities, and how this can be facilitated through carefully planned lessons utilising the “big 5” mastery ideas. We showcase an example mastery lesson that extends to include greater depth thinking, looking at the progression and how all learners can be involved throughout. We consider the use of intelligent practice, the use of variation, to allow tasks to be planned in order to maximise thinking and children’s ability to make connections across mathematical concepts. We then finish with a session on questioning and how best to construct questions to suit the needs of all learners in a class.

Core 3.0- PA Maths in the Early Years

It is key for EYFS pupils to have a strong number sense. During this half day session, we take a closer look at visual discrimination and the importance of pupils developing flexible thinking. This session focuses on how pupils form early developmental concepts, and activities that can be crafted to develop these. The use of the concrete, pictorial, abstract approach in EYFS is considered, and the progression this takes. We look at the importance of children having an understanding of part part whole, as well as resources produced by the NCETM to support early number skills. We then look at how stories can be used to provide children with exciting and tangible points of reference for the development of number, shape and measures concepts, and how these can be developed at home.

Core 3.5- Lead with Impact

The final half day session unpicks what it takes to be a really good maths leader, how to embed the principles of the PA Maths Programme in your school and should challenges arise, how you can tackle these. We focus on completing a subject leader audit of where your school is at the moment on their maths journey, then look to consider action plans and what impact they will have on driving maths further forwards. We take a look at the lesson observation structure, marking and feedback and when it really has impact, and examples of calculation policies that support making home school links.

Core 4- Review Day

This year, we have planned in an opportunity for school maths leaders to come back together in the Spring term to discuss and share how the PA Maths Programme has been embedded in your school, what has worked well and how you have managed the journey there, as well as discussing what might need developing further, taking advice from colleagues at other PA Maths schools where this might have been achieved. We strategise about next steps, reflect on action plans and what is required in the next year’s plan. During this session, delegates will bring examples of planning and pupils’ books to the session to share with other delegates, as examples of best practice

PA Maths Courses

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